DIVERSITY
By: Gretchen Busch
and
Toni Wilson
ED 417-02
Ohio Social Studies Strands
Second Grade
Table of Contents
 American Heritage
 People and Societies
 World Interactions
 Citizenship, Rights, and Responsibilities
 Democratic Process
 Decision Making and Resources
 Science, Technology, and Society
This strand includes
aspects of the past that
help to make American
people unique among the
people of the world, while
at the same time
recognizing what they have
in common with others.
American Heritage
 The students will learn
and sing the song “The Great American
Activities
Melting Pot.” As a group, create body movements that correlate with
the lyrics.
 As a class, make a vegetable stew and discuss the variation of
vegetables that give the stew its taste. This activity will then be linked
to the different people that make up American culture.
 The students will learn cultural dances from America’s past
 The students will present an oral report on a chosen amazing
American.
 Read the book LIBERTY! by Allan Drummond to the class.
Following the reading, the students will build their own Statue of
Liberty.
American Heritage
Websites
http://www.school-house-rock.com/Grea.html
This site contains the music and lyrics to the song “The Great American Melting Pot.”
http://www.foodweb.com/virtualcookbook/meltingpot/melt.html
This site contains several recipes form a variety of cultures found in the American
society.
http://library.thinkquest.org/J001272F/folklife/tqdance/dances2.htm
This site contains cultural dance found in the American society.
American Heritage
Websites
http://www.americaslibrary.gov/cgi-bin/page.cgi
This site offers the history of numerous amazing Americans. It also
allows you to explore the states. See, hear, and sing songs from
different cultures in America’s past.
http://papertoys.com/statue.htm
This site contains a paper cutout of the Statue of Liberty.
This strand recognizes
that the United States and
the world encompass
many different racial,
ethnic, and religious
groups.
People and Societies Activities
 The students will choose a holiday and plan their own cultural
celebration.
 In a Venn Diagram, the students will compare and contrast the
celebration of Christmas to another cultural celebration.
 The students will create a decoration for each of the cultural
celebrations discussed. (Example: kmara centerpiece and
menorah)
 The students will participate in an activity that explores the
importance of individual differences using paper plates.
 Read the book Whoever You Are by Min Fox to the class.
Following the reading, the students will view themselves in a
mirror and draw a picture of themselves using multi-cultural
crayons/markers. The drawings will then be made into a class
collogue.
People and Societies
Websites
http://www.kidskourt.com/Holidays/KwanPage.htm
Introduces children to the cultural celebrations of Kwanzaa.
http://www.kidsdomain.com/holiday/chanukah
Introduces children to the cultural celebrations of Hanukah.
http://www.kids-space.org/
Allows children to view cultural dress from several different parts of the world.
People and Societies Websites
http://www.elbalero.gob.mx/kids/about/html/holidays/home.html
Introduces children to the cultural celebration of Three Kings Day.
http://webquestdirect.com.au/harmony/party/teachers.htm
This website guides children in their planning of a cultural celebration.
World Interactions
This strand explores the links
people make around the
world as they attempt to
address common problems.
World Interaction Activities
�Students will choose a country and create the flag of the country. They
�Students
a country
and create
theback
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ofthe
theflag.
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will then list will
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will then
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on the back of the flag. Each flag
be hung
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will be hung around the room for viewing.
�Brainstorm ideas about how we, as Americans, can help Afghan
�Brainstorm
about
how to
we,
as Americans,
can help Afghan
children. We ideas
will write
a letter
President
Bush explaining
our ideas and
children. We will write a letter to President Bush explaining our ideas and
suggestions.
suggestions.
�We will use our newly acquired Spanish vocabulary to label familiar
�We
use our
objectswill
around
thenewly
room.acquired Spanish vocabulary to label familiar
objects around the room.
�Each student will be responsible for writing and illustrating an Arabic
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andisplayed
Arabic
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and
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Thewriting
Arabicand
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underand
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English italphabet.
under the English alphabet.
�Children will create an African mask of their choice. We will discuss
�Children
willmask
createinan
of their choice. We will discuss the
the
use of the
theAfrican
Africanmask
culture.
use of the mask in the African culture.
World Interaction
World Interaction Websites
http://pbskids.org/africa/mask/index.html
Students create an African mask while finding out the many purposes of the mask.
http://www.horus.ics.org.eg/html/learn_arabic.html
Students learn the Arabic alphabet.
LET'S TRY ORIGAMI
http://www.jinjapan.org/kidsweb/virtual/origami/origami.html
Students make origami of their own.
World Interaction Websites
http://www.vivaspanish.org/greetings.htm
Students learn commonly used greetings in Spanish.
http://www.public.asu.edu/~apnilsen/afghanistan4kids/index2.html
Uses various crossword puzzles to quiz the students on their knowledge of
Afghanistan.
Democratic Process
This strand examines the
principles of democracy
and explores the extent to
which government reflects
those principles.
Democratic Process Activities
Children will post a response to an article online about
their opinion concerning the Serbian democracy topic.
Fill out the online application to be President for the day
and develop a campaigned based on their feelings of
diversity.
Students will compare American democracy to Mexican
democracy.
The students will contrast the role of an American
president and a Japanese emperor.
Students will discuss the role of the United Nations and
American democracy.
Democratic Process
Websites
http://www.elbalero.gob.mx/kids/government/html/gobierno/home.htm
l
http://www.jinjapan.org/kidsweb/japan/j.html
http://www.factmonster.com/spot/un1.html
Democratic Process Websites
http://www.pbs.org/democracy/kids/presforaday/index.html
Students apply to be President for a day!
http://www.timeforkids.com/TFK/magazines/story/0,6277,93725,00.
html
Allows students to read article about the process of democracy in Serbia
and give their opinion concerning the issue.
Science, Technology, and Society
This strand cover the contributions of
the scientific world and addresses the
ever-changing world in which we live.
Science, Technology, and Society Activities
Students will obtain a pen pal online from another country. They
exchange emails on a biweekly basis and find out the differences between
the countries.
Students engage in a simulation about the Maya people. Through this
simulation, the student decode the Mayan hieroglyphics to find out who is
buried in the tomb.
The students will read journal articles from school children in Africa.
From these journal entries, the students are to compare the similarities
and differences in technology from Africa and the United States.
The students will learn about the Japanese “tomagotchis.” They will
then each adopt their own virtual puppy that will be taken care of on a
daily basis.
As a class, we will discuss the different animals in several countries
(panda-China). The students will then monitor the events of a real panda
through the internet. The students will take observations and prediction
about why the panda is engaging in these activities.
Science, Technology, and Society Websites
http://www.kidscom.com/cgi-bin/registration/kc/kc_register.pl
This site allow students to have their own pen pal through the internet.
Virtual Puppy
http://www.virtualpuppy.com/
This site allow the students to adopt their own virtual puppy. These
puppies are similar to the Japanese “tomagotchis.”
http://www.nationalgeographic.com/bureau/index.html
This site is a simulation that takes students on an adventure to find out
more about the Maya.
Science, Technology, and Society
http://pbskids.org/africa/
This site gives the students a look into the lives of school children in Africa.
They can read through their journals and interesting questions.
http://natzoo.si.edu/Animals/GiantPandas/
Students watch the everyday activity of a real panda. Live cameras video
the panda and are available around the clock.
Decision Making and Resources
This strand focuses on the
context for examining those
activities that are part of an
adult’s public life.
Decision Making and Resources Activities
The students will learn about the importance of voting. Each
child will present his or her presidential campaign created
previously in the week to participate in a mock election.
Children will participate in “Weekly Reader’s” online “Speak
Out” section. Each week children will work on writing their
responses to the questions posted. They will then email their
letter with their decision about what would be best concerning the
question presented.
Students research the natural resources found in different
countries. Students will pair up and create a Venn Diagram of
the natural resources found in each country.
Students will participate in a collection of food for the needy.
Students will list how they choose their friends. As a class,
outline the qualities of a good friend.
Decision Making and Resources
Websites
http://www.pbs.org/democracy/kids/vote/
At this site, students learn about voting and amendments that have
changed the vote. Kids can actually vote!
http://www.weeklyreader.com/kids/grade2/speakout.asp
Children respond to challenging questions, stating their views.
http://www.jinjapan.org/kidsweb/japan/k.html
Kids learn about the economy and industry in Japan.
Decision Making and Resources
Websites
http://www.peacecorps.gov/kids/
This site tells kids all about exploring other countries.
http://216.167.3.245/kids/make.html
Encourages children to participate in juvenile diabetes research.
Citizenship, Rights, and Responsibilities
This strand focuses on decisions
individuals and societies make,
addressing wants.
Citizenship, Rights, and Responsibilities Activities
∆Read “We the Kids…” by David and discuss the basic rights of the citizens in
the United States.
∆As a class, discuss the Bill of Rights and create a Classroom Bill of Rights.
∆Discuss the rights and responsibilities of American citizens using words
young students understand. Students will develop a quiz that contains things
that they feel every immigrant should know before becoming a U.S. citizen.
∆Students will make a timeline showing the years that amendments were
passed helping minorities and people with disabilities gain equal rights.
∆Students will research the responsibilities of children in other countries.
They will present their information to the class orally.
Citizenship, Rights, and Responsibilities Websites
http://www.elbalero.gob.mx/kids/government/html/derecho/h
ome.html
This site tells the basic rights of Mexicans provided by the
Constitution.
http://www.pbs.org/democracy/kids/vote/timemachine.html
At this site, students learn about the amendments to the
Constitution that effected the voting process as well as the people
involved in voting.
http://www.whitehouse.gov/kids/constitution/billofrights.html
Lists and describes the Bill of Rights.
Citizenship, Rights, and Responsibilities Websites
http://www.voteutah.org/learning/citizenship/rights.html
Outlines the struggle of minorities for equal rights throughout history.
http://bensguide.gpo.gov/3-5/citizenship/index.html
Defines the process of becoming an American citizen.